ERIC Number: EJ1159218
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Using Visual Activity Schedules for Young Children with Challenging Behavior
Zimmerman, Kathleen N.; Ledford, Jennifer R.; Barton, Erin E.
Journal of Early Intervention, v39 n4 p339-358 Dec 2017
Young children with challenging behavior may require individualized interventions to facilitate improved outcomes. Visual activity schedules (VAS) have been well documented for improving engagement, transition, and recreation behaviors with children with autism spectrum disorder (ASD) and intellectual disabilities (ID). However, children exhibiting challenging behavior in inclusive preschool settings do not necessarily have an ASD or ID diagnosis. This study evaluated the use of constant time delay (CTD) to teach three children without ASD or ID to use VAS. Engagement and challenging behavior were measured in the context of A-B-A-B withdrawal designs. Children learned to use the VAS and levels of engagement and challenging behavior matched levels similar to typical peers. However, children did not generalize schedule use to novel contexts. Results suggested that CTD+VAS may be a feasible individualized intervention to increase engagement in young children with challenging behavior who do not have ASD or ID.
Descriptors: Young Children, Behavior Problems, Intervention, Visual Stimuli, Activities, Autism, Pervasive Developmental Disorders, Intellectual Disability, Inclusion, Preschool Education, Delay of Gratification, Teaching Methods, Learner Engagement, Program Effectiveness, Generalization, At Risk Students, Interpersonal Competence, Compliance (Psychology), Preschool Children
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Rating System
Grant or Contract Numbers: N/A